Thomas R. Hood Associates Fourth and Pine Streets Los Angeles, CA 88888 | |||
September 22, 2009 | |||
ABC Corporation 132 Long Street Cottown, CA 88668 | |||
Dear Sir: | |||
This is to acknowledge receipt of the housing contract that I requested. | |||
Yours truly, | |||
Thomas R. Hood |
N 30
:
.
, .
the sender | |||
the town the letter comes from | |||
the country the letter comes from | |||
the addressee | |||
the addressees house number | |||
the ZIP Code in the mailing address |
N 31
: , -, -, -, ,
, .
Contract | |||
Memo | |||
Inquiry Letter | |||
Cover Letter |
N 32
: , , ( )
, :
To | |||
GSI Marketing Manager | |||
Computer Convention Party | |||
Jerry Casale |
:
: 080104.65 -
: 10-02
:
:
: 05ps473745
: 2012-04-27 06:46:22
: 2012-04-27 07:39:53
: 53 .
: 32
- : 17
: 53 %
N 1
:
The teacher will assess your paper only after you ________ it.
submit | |||
take | |||
pass | |||
summarize |
:
, , :
submit ;
take ;
pass , ();
summarize .
, submit : , .
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N 2
:
The company made a public _______ that the prices would decrease.
announcement | |||
advertisement | |||
appointment | |||
broadcast |
N 3
:
Because of continual price increases, the ______ of the pound has fallen in recent years.
value | |||
price | |||
sum | |||
account |
:
, :
value , ;
price ;
sum ;
account .
, value : - .
N 4
: ()
A situation in which there is not enough of something that people need is a
shortage | |||
stock | |||
consumption | |||
surplus |
N 5
:
In all the countryside there was no garden so _______ as his.
lovely | |||
loving | |||
love | |||
loveliness |
:
, :
lovely , ; (.), , (.);
loving , , , ;
love ;
loveliness , , , .
, lovely : , .
N 6
:
This is Mary Simpson. Shes the girl _______ works with me.
who | |||
which | |||
whom | |||
whose |
N 7
:
The letter must be as _______ as possible.
short | |||
the shortest | |||
shorter | |||
shortly |
:
, , :
short ( );
the shortest ( );
shorter ( );
shortly , , ( ).
short , as as ( ), : ( ).
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N 8
:
They offered me the job because I had much
experience | |||
certificates | |||
degrees | |||
ideas |
:
, , .
experience , - much.
, , experience: , .
N 9
:
Coffee isnt popular in England, ________ prefer tea.
the English | |||
a English | |||
an English | |||
English |
N 10
:
You were rude ________ him for no reason.
to | |||
at | |||
with | |||
on |
:
, :
to - , , ( ) ;
at - , , ;
with − ;
on - , , .
, to be nice/kind/good/generous/polite/rude/friendly to ////// (-) .
, to : ( ) .
N 11
:
Children are allowed to use the swimming pool _______ they are with an adult.
provided | |||
in spite of the fact that | |||
though | |||
unless |
:
, :
provided , ( );
in spite of the fact that ( );
though ( );
unless ( ).
, provided : , .
N 12
:
By the time we all returned from holiday father and Bob _______ redecorating the kitchen.
had finished | |||
finished | |||
has finished | |||
have finished |
N 13
:
This story is worth reading. Who wrote it? It _______ by Jack London.
was written | |||
is written | |||
was being written | |||
wrote |
:
, - -:
was written Past Simple, Passive;
is written Present Simple, Passive;
was being written Past Continuous, Passive;
wrote Past Simple, Active.
write Past Simple ( ).
, , , .
Past Simple ( ) , - .
, was written : . ? .
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N 14
:
The newspapers are luckily _________ talking at any time.
to start | |||
being started | |||
started | |||
start |
N 15
:
Police are looking _______ the robbery in Oxford Street that happened last week.
into | |||
for | |||
out | |||
after |
:
, , :
look into (); ;
look for , ;
look out ; ; ;
look after , ; ; .
, (looking) into : , .
N 16
:
Quite luckily, Nicks departure was delayed by one day and so we ________ to spend one more evening together.
were able | |||
had | |||
ought | |||
might |
:
, :
were able , ;
had , ;
ought , , ;
might , .
, were able : , , .
N 17
:
, .
A: Would you wait half an hour, please?
B: ____________.
All right. | |||
Yes, please. | |||
Yes, I would. | |||
Yes, Ill wait. |
:
.
, , , , , ; , , - .
:
A: Would you wait half an hour, please? ( , ).
B: All right ().
, , .
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N 18
: -
, .
A: Excuse me. Can I see John Marshall?
B: _____________.
Im afraid, Mr. Marshall is out. | |||
We dont have such people. | |||
Whos asking? | |||
What? |
N 19
: -
, .
Teacher (colleague): I have some problems with the Internet. Will you e-mail my article to the editor?
Teacher (colleague): _____________.
Yes, of course. | |||
You seem to know better. | |||
Its out of the question! | |||
I'd be glad to. Whats up? |
N 20
: -
, .
Customer: This soup is cold.
Waiter: _____________.
Im very sorry. Ill get you another one. | |||
Is this my problem? | |||
So what? | |||
I dont know. |
N 21
:
Stonehenge is a (an) ______ which is located in Britain.
prehistoric monument | |||
old castle | |||
unique palace | |||
ancient church |
N 22
:
The Beaver State is a nick name for
Oregon | |||
Ohio | |||
Louisiana | |||
Washington |
:
, .
Oregon: .
N 23
:
Lady of the Snows is another name for
Vancouver | |||
Montreal | |||
Toronto | |||
Ottawa |
N 24
: -
An American film producer, director and animator who made the first full-length animated musical cartoon is
Walt Disney | |||
Jerry Springer | |||
Stephen Spielberg | |||
Robert Zemeckis |
N 25
:
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Neoclassical Economics
1. The most remarkable feature of neoclassical economics is that it reduces many broad categories of market phenomena to considerations of individual choice and, in this way, suggests that the science of economics can be firmly grounded on the basic individual act of subjectively choosing among alternatives.
2. Neoclassical economics began with the so-called marginalist revolution in value theory that emerged toward the end of the nineteenth century. Strictly speaking, neoclassical economics is not a school of thought (in the sense of a well-defined group of economists following a single great master) but more a loose amalgam of subschools of thought, each revolving around such acknowledged masters as Alfred Marshall in England, Leon Walras in France, and Carl Menger in Austria.
3. In England there was established the Cambridge school a variant of neoclassical economics that stressed continuity with the past achievements of the classical school. In France, the general equilibrium school was founded in 1874. This subschool investigated the mathematical conditions under which all markets could be in equilibrium simultaneously. The Austrian subschool focused on the essential problems of economic organization.
4. What these subschools have in common is the importance they attach to explaining the coordinating features of market processes in terms of plans and subjective evaluations carried out by individuals in the market subject to the constraints of technological knowledge, social custom and practice, and scarcity of resources.
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